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Engaging Stakeholders in National Qualifications Framework Development

The role of stakeholders in establishing national qualifications frameworks (NQFs) is crucial for the success and credibility of educational systems. Without their involvement, NQFs may lack clarity, trust, and relevance. This conference highlighted the importance of making implicit processes explicit, focusing on learning outcomes, and bridging different educational sectors including higher education and vocational training. By involving stakeholders such as learners, employers, and educational institutions, we can create a shared ownership of the frameworks, enhancing recognition, transparency, and ultimately, the effectiveness of the education system.

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Engaging Stakeholders in National Qualifications Framework Development

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  1. Establishing national qualifications frameworks without stakeholders? Colin Tück ESU EQF Stakeholders Project Final conference Bled, 21 April 2008

  2. National QF – what for? ! • Making explicit the implicit • Shift towards learning outcomes • Creating new learning paths • Bridging different sectors

  3. Involving stakeholders • To create broad ownership and support • Crucial for the education system • Imagine NQF without stakeholders … • Who knows it? • Who uses it? • Who has trust in it? • Who supports it?

  4. Qualifications frameworks for … • Learners/students • Transparency of qualifications • More learning paths, new possibilities • Enhance recognition & minimise duplication • Employers • Transparency of qualifications • Bridging different sectors (HE, VET, …) • Facilitate recognition of non-formal & informal learning

  5. Qualifications frameworks for … • Trade unions • Facilitate the recognition of non-formal & informal learning • Create more possibilities for employees • Education institutions/providers • Increasing mutual trust in connection with sound quality assurance mechanisms • Reference point for the design of qualifications/study programmes

  6. Qualifications frameworks for … • Quality assurance agencies • Reference point in programme reviews • Can be part of fitness of purpose approach • Governments • Greater transparency and efficiency of the (national) education system • Increase communication and cooperation between different sectors

  7. Conclusions • QF: a very theoretical and meta-level discussion? • Maybe, yet a key discussion in reforming education systems! • Important to take part and influence the development process • Not a quick process

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